Lesson Title: Biological Hierarchy of Organization
State Standards: GLEs/GSEs
LS2 (7-8) - 5 Students demonstrate an understanding of equilibrium in an ecosystem by …
5b analyzing how biotic and abiotic factors affect a given ecosystem.
Context of Lesson:
Within this lesson, students will be introduced to the biological hierarchy of organization. New concepts that will be presented to them will be population, community, as well as biosphere. Applying the prerequisite knowledge from the previous class period will allow students to build their understanding of how biotic and abiotic factors within ecosystems relate to the biological hierarchy or organization.
Materials:
Transparency or Elmo projector, markers/chalk, biological hierarchy notes/transparency, colored pencils, markers, crayons, scissors, and construction paper.
Students will be able to... 1.Describe the basic structure of Biological Hierarchy 2.Record and compare components of populations, communities, ecosystems, and biospheres
Instruction:
Opening:
Review- Review homework from the previous class period about biotic and abiotic factors within an ecosystem. Have a blank copy of the homework under an elmo projector and have students volunteer to circle biotic and abiotic factors within the picture. After all the biotic and abiotic factors have been labeled go over final two questions aloud. Collect homework and distribute it back to students next class period graded.
Opening- A chart drawn on the chalk/white board will already be drawn before the class period begins. The question will be asked “What is the population of us who like ice cream?” Tally all the individuals who raised their hand. Do the same by asking who likes to go shopping, drink soda, eat vegetables, eat fruit, to play sports, sing, listen to music. Make connection that each person who voted for enjoying ice cream belongs to the population who likes the same thing: ice cream. Do the same for all the other indicators. Ask questions: “Do organisms belong to populations?”, “How does an organism fit into a population?”, “Can you name any populations of organisms?”, “What can affect populations of organisms?”. Then proceed to say, “Well lets investigate what populations of organisms consist of?”
Engagement:
Instruction- Use transparency or elmo projector to explain the biological hierarchy of organisms with the diagram provided. Explain each level of organization individually and give examples. As each level is being explained, students will be taking notes on the content of the material.
Activity- With construction paper, students will create a foldable for each of the biological hierarchy terms with using their notes. For the assignment, the five terms that will appear on the foldable will be: individual, population, community, ecosystem, and biosphere. Students will provide the word, its definition, as well as draw a picture. Colored pencils, markers, crayons, scissors, and construction paper will be provided. Students will start this assignment in class, and finish it for homework.
Closure:
Review the topics that were introduced by asking a final review question of, “How do all of the components of the biological hierarchy relate to each other?”
Assessment:
Informally assess students throughout the class with their participation and understanding of the content within their homework assignment from the previous night, the opening discussion of the population tally demonstration, as well as how well they were able to build their knowledge with the biological hierarchy notes.
Lesson Title: Biological Hierarchy of Organization
State Standards: GLEs/GSEs
LS2 (7-8) - 5Students demonstrate an understanding of equilibrium in an ecosystem by …
5b analyzing how biotic and abiotic factors affect a given ecosystem.
Context of Lesson:
Within this lesson, students will be introduced to the biological hierarchy of organization. New concepts that will be presented to them will be population, community, as well as biosphere. Applying the prerequisite knowledge from the previous class period will allow students to build their understanding of how biotic and abiotic factors within ecosystems relate to the biological hierarchy or organization.Materials:
Transparency or Elmo projector, markers/chalk, biological hierarchy notes/transparency, colored pencils, markers, crayons, scissors, and construction paper.
Objectives:
Students will be able to...1.Describe the basic structure of Biological Hierarchy
2.Record and compare components of populations, communities, ecosystems, and biospheres
Instruction:
Opening:
Review- Review homework from the previous class period about biotic and abiotic factors within an ecosystem. Have a blank copy of the homework under an elmo projector and have students volunteer to circle biotic and abiotic factors within the picture. After all the biotic and abiotic factors have been labeled go over final two questions aloud. Collect homework and distribute it back to students next class period graded.
Opening- A chart drawn on the chalk/white board will already be drawn before the class period begins. The question will be asked “What is the population of us who like ice cream?” Tally all the individuals who raised their hand. Do the same by asking who likes to go shopping, drink soda, eat vegetables, eat fruit, to play sports, sing, listen to music. Make connection that each person who voted for enjoying ice cream belongs to the population who likes the same thing: ice cream. Do the same for all the other indicators. Ask questions: “Do organisms belong to populations?”, “How does an organism fit into a population?”, “Can you name any populations of organisms?”, “What can affect populations of organisms?”. Then proceed to say, “Well lets investigate what populations of organisms consist of?”
Engagement:
Instruction- Use transparency or elmo projector to explain the biological hierarchy of organisms with the diagram provided. Explain each level of organization individually and give examples. As each level is being explained, students will be taking notes on the content of the material.
Activity- With construction paper, students will create a foldable for each of the biological hierarchy terms with using their notes. For the assignment, the five terms that will appear on the foldable will be: individual, population, community, ecosystem, and biosphere. Students will provide the word, its definition, as well as draw a picture. Colored pencils, markers, crayons, scissors, and construction paper will be provided. Students will start this assignment in class, and finish it for homework.
Closure:
Review the topics that were introduced by asking a final review question of, “How do all of the components of the biological hierarchy relate to each other?”Assessment:
Informally assess students throughout the class with their participation and understanding of the content within their homework assignment from the previous night, the opening discussion of the population tally demonstration, as well as how well they were able to build their knowledge with the biological hierarchy notes.
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